In an experiment designed to explore the interaction of individual differences with question pacing in learning from written materials, 93 college students were administered aptitude tests representing verbal and memory abilities and then randomly assigned to treatments in which questions were placed after every one or four pages or were omitted from a prose passage. Post-test analysis of relevant and incidental retention showed that relevant retention increased with question insertion; however, no between-group differences were found in incidental retention. Multiple regression analysis of Aptitude X Treatment interactions showed that aptitude measures interacted significantly with treatment conditions for incidental retention. Tables and references are included. (Author/AW)